Kultuvrralaš iešvuođat loguin mat gullet sámi árbedihtui.

Source at https://journalofmathematicsandculture.wordpress.com/2017/12/28/journal-of-mathematics-and-culture-volume-11-number-3/.English abstract: The mathematics curriculum for Sámi students in Norway is a mere translation of the national curriculum text. This article aims to contribute to the discussion of the need for a Sámi mathematics curriculum. The study identified cultural properties of numbers in Sámi traditional knowledge. Traditional school mathematics and the national mathematics curriculum do not discuss the cultural properties of numbers. Modern Sámi institutions aim at relating to traditional knowledge. We present founding documents and the logo of two Sámi institutions for education and research. The study investigated these documents with respect to how the numbers three and four occurred, and we describe cultural properties of these two numbers. We indicate that studies of other parts of Sámi traditional knowledge will reveal more cultural properties of the two numbers, and that investigations of other numbers will reveal further cultural properties. Thus, we conclude that there is a need for a Sámi mathematics curriculum that encompasses the cultural properties of numbers.Čoahkkáigeassu: Matematihkka oahppoplána Sámi ohppiid várás lea dušše sámegillii jorgaluvvon našunála oahppoplána. Dán artihkkala áigumuš lea doarjut dárbbu sierra sámi matematihkka oahppoplána divaštallama. Dan dutkamis bohtet ovdan kultuvrralaš iešvuođat loguin mat gullet sámi árbedihtui. Dábálaš skuvla matematihkka ja našunála matematihkka oahppoplánain ii leat sáhka loguid kultuvrralaš iešvuođaid birra. Ođđaáigásaš sámi ásahusain lea ulbmil váldit vára sámi árbedieđus. Mii guorahallat guovtti Sámi oahppo- ja dutkaninstitušuvnna dokumeanttaid ja dovdomearkkaid (logo). Mii dutkat dokumeanttaid ja logoid dainna ulbmiliin movt logut golbma ja njeallje leat boahtán ovdan ja mii čilget dán guovtti logu kultuvrralaš iešvuođa. Mii mearkkašit ahte dutkat eará osiid sámi árbedieđuid fuomášahtášii eambbo kultuvrralaš iešvuođaid. Danne mii loahpas árvalit dárbbu Sámi matematihkka oahppoplánii mii sisttisdoalašii loguid kultuvrralaš iešvuođaid

Navigating International, Interdisciplinary, and Indigenous Collaborative Inquiry

This report describes how multiple community constituents came together with university researchers to develop a shared agenda for studying young indigenous people in five international circumpolar communities. The paper focuses on the setup and process of an initial face-to-face methodological planning workshop involving youth and adult community members and academics. Members of Yup’ik, Inupiat, Eveny, Inuit, and Sámi communities from Siberia to Norway participated in the workshop and engaged in negotiations to arrive at shared research interests. This was essential since the ultimate goal of the research is translational and transformative, spurring social action in communities. Describing the beginning stage of this project and the underlying participatory methodology offers insight into how the approach engaged community members with varying degrees of sustained interest and practical success. It, therefore, articulates a methodological approach for international community-based participatory research

Ser vi atter slike fjell og dalar? Avveiningen mellom lokaløkonomi og naturkostnader ved hytteutbygging

publishedVersio

Ser vi atter slike fjell og dalar? Avveiningen mellom lokaløkonomi og naturkostnader ved hytteutbygging

publishedVersio

Optimal WACC calculation for Kongsberg Gruppen ASA - Systematic review of Kongsberg Gruppen ASA`s WACC calculation

The purpose of the thesis is to obtain the best possible estimate of the Weighted Average Cost of Capital (WACC) for Kongsberg Gruppen ASA. The desired outcome is an estimate that is as reliable as possible, future-oriented, but is also a practically applicable estimate. The thesis addresses and sheds light on the underlying factors that have an impact on the calculation. The main topic is how to calculate the Cost of Equity for Kongsberg Gruppen ASA. The following factor models were examined: CAPM, Fama-French Three-Factor model, Carhart Four Factor model, and Fama-French Five-Factor model. We recommend Kongsberg Gruppen ASA to use CAPM as their method for calculating the Cost of Equity. Within the CAPM we propose using Damodaran’s Bottom-up beta. The Riskfree rate should be the Yield to Maturity calculated based on Norwegian Government Bonds, and for the Equity Risk Premium, we recommend calculating the Implied Equity Premium. In the Cost of Debt part in our WACC calculation, we recommend Kongsberg Gruppen ASA to continue using 3-month NIBOR + 10-year credit spread as their pre-tax Cost of Debt. Our conclusion is quite similar to Kongsberg Gruppen ASA calculation methods. However, we believe we managed to further develop these calculations and adjusted them to produce more forward-looking and precise estimates. Using these calculations, Kongsberg Gruppen ASA’s WACC for 2021 is 5,80%

Sami Culture and Values - A Study of the National Mathematics Exam for the Compulsory School in Norway

Norway ratified the ILO convention 169 concerning indigenous and tribal people in independent countries in 1990. In accordance with the convention the education programs for the Sami shall address their value systems and their cultural aspirations. Our aim is to investigate the implementation of this convention. The focus is on how Sami values are reflected in the national mathematics exam for the compulsory school. In Sami traditional knowledge the term "knowledge" means knowledge as a process, not just the final outcome of a process. The tasks are analyzed with respect to four different Sami values. We present an overview of one complete exam and more profound analyses of three selected tasks. The analyses reveal that the tasks more or less reflect some Sami values. A stronger focus on modeling problems in school mathematics may open up for forms of teaching that focus on Sami values to a larger extent than today

How Academic Experiences and Educational Aspirations Relate to Well-Being and Health among Indigenous Sami Youth in Northern Norway. A Qualitative Approach

Source at http://www.jns.org.umu.se/index.htm.Increasingly, education occupies the lives of Indigenous adolescents worldwide. This qualitative study is part of the project “Circumpolar Indigenous Pathways to Adulthood” (CIPA), where the overall aim was to identify young people’s stressors in five circumpolar sites, and the resilience processes that safeguard transition into adulthood (Allen et al. 2014). The present study explores the everyday lives of young Sami in Northern Norway regarding educational demands and plans, related challenges and stressors and their impact on well-being, health and cultural continuity. Semi-structured interviews were conducted in 2010 (N=22) with reindeer husbandry affiliation (RH: 11) and non-reindeer husbandry affiliation (NRH: 11) adolescents, aged 13–19 (females: 12). School well-being was divided into educational factors (culture-based teaching, e.g. Sami handicraft and outdoor practices), environmental factors (e.g. school canteen) and social factors (e.g. caring teachers), while challenges and stressors were educational (e.g. getting good marks), environmental (e.g. noise) and social (e.g. bullying). Lower secondary school pupils called for more tradition-based teaching. Educational aspirations were highest among females and NRH males. RH males generally planned to continue their traditional lifestyle and showed the strongest place attachment. We also address the maintenance of cultural continuity, which is important for the well-being and health of Indigenous youth

Sámi Cultural Properties of the Numbers Three and Four

English abstract: The mathematics curriculum for Sámi students in Norway is a mere translation of the national curriculum text. This article aims to contribute to the discussion of the need for a Sámi mathematics curriculum. The study identified cultural properties of numbers in Sámi traditional knowledge. Traditional school mathematics and the national mathematics curriculum do not discuss the cultural properties of numbers. Modern Sámi institutions aim at relating to traditional knowledge. We present founding documents and the logo of two Sámi institutions for education and research. The study investigated these documents with respect to how the numbers three and four occurred, and we describe cultural properties of these two numbers. We indicate that studies of other parts of Sámi traditional knowledge will reveal more cultural properties of the two numbers, and that investigations of other numbers will reveal further cultural properties. Thus, we conclude that there is a need for a Sámi mathematics curriculum that encompasses the cultural properties of numbers

How Sámi teachers' development of a teaching unit influences their self-determination

International audienceFive teachers from a Sámi lower secondary school participated in two workshops on culturally-responsive mathematics teaching. During the first workshop, the teachers chose to focus on developing a unit about lávvu, the Sámi tent, to be taught between workshops. Their experiences are analysed with respect to Self-Determination Theory, which claims that all humans have a basic need for autonomy, competence and relatedness to others. The analysis of teachers' written notes reveals that the need for autonomy appeared as a need for inspiration and for courage. The need for competence concerned relating mathematics teaching to the two community resilience factors i) Sámi language competence and ii) traditional ecological knowledge. The need for relatedness to others was linked to Indigenous peoples, other teachers at their school, and teachers at other Sámi schools

Ethnic identity negotiation among Sami youth living in a majority Sami community in Norway

Background: This study was part of the international research project “Circumpolar Indigenous Pathways to Adulthood” (CIPA). Objectives: To explore ethnic identity negotiation, an unexplored theme, among indigenous North Sami youth living in a majority Sami community context in Arctic Norway. Methods: A qualitative design was followed using open-ended, in-depth interviews conducted in 2010 with 22 Sami adolescents aged 13–19 years, all reporting Sami self-identification. Grounded theory, narrative analysis, theories of ethnic identity and ecological perspectives on resilience were applied in order to identify the themes. Findings: All 22 youth reported being open about either their Sami background (86%) and/or ethnic pride (55%). Ethnic pride was reported more often among females (68%) than males (27%). However, a minority of youth (14%) with multi-ethnic parentage, poor Sami language skills, not having been born or raised in the community and with a lack of reindeer husbandry affiliation experienced exclusion by community members as not being affirmed as Sami, and therefore reported stressors like anger, resignation, rejection of their Sami origins and poor well-being. Sami language was most often considered as important for communication (73%), but was also associated with the perception of what it meant to be a Sami (32%) and “traditions” (23%). Conclusion: Ethnic pride seemed to be strong among youth in this majority Sami context. Denial of recognition by one’s own ethnic group did not negatively influence ethnic pride or openness about ones’ ethnic background, but was related to youth experience of intra-ethnic discrimination and poorer well-being. As Sami language was found to be a strong ethnic identity marker, effective language programmes for Norwegian-speaking Sami and newcomers should be provided. Language skills and competence would serve as an inclusive factor and improve students’ well-being and health. Raising awareness about the diversity of Sami identity negotiations among adolescents in teacher training and schools in general should be addressed